Final DepEd RO 8 (Eastern Visayas) 2023-2028 REDP Presentation.pptx

REDP 2023-2028
EVELYN R. FETALVERO, CESO IV
REGIONAL DIRECTOR
REGIONAL EDUCATION DEVELOPMENT PLAN
Education is a bridge.
It links our collective reform efforts.

PRESENTATION CONTENTS
1. Profile
2. Comparative Performance Indicators
3. Situational Analysis
4. Internal and External Assessment
5. Committed Targets
6. Strategies
7. Snippets of the Learning Recovery Roadmap
8. Indicative Timelines
9. Policy Recommendations and Interventions
10. References

PROFILE
REDP 2023-2028
DEPARTMENT OF EDUCATION REGION VIII

13 Legislative Districts
6 Provinces
7 Cities
13 Schools Division Offices
219 Schools Districts
4,178 Public Schools
279 Private Schools
4

COMPARATIVE PERFORMANCE INDICATORS
REDP 2023-2028

SDOs
Gross-Enrolment Rate (GER)
2017-18 2018-19 2019-20 2020-21 2021-22
Baybay City 97.41 100.00 81.86 92.48 89.68
Biliran 98.55 100.42 92.57 95.62 92.56
Borongan City 95.43 109.72 77.81 91.22 85.04
Calbayog City 100.70 98.80 86.34 88.80 94.35
Catbalogan City 103.36 104.87 91.32 94.67 87.09
Eastern Samar 97.82 93.49 83.28 90.78 81.80
Leyte 105.33 105.36 90.42 102.92 95.68
Maasin City 88.74 106.77 62.63 78.86 73.71
Northern Samar 100.25 97.04 84.77 86.50 81.60
Ormoc City 112.68 120.47 101.76 113.16 105.66
Samar 99.03 110.90 79.17 91.35 88.78
Southern Leyte 91.85 99.94 64.84 79.91 73.46
Tacloban City 112.10 113.18 94.89 107.79 97.23
Region 101.64 103.71 85.37 94.71 89.02
Among the 13 SDOs, Ormoc City has the highest GER of 105.66% in SY 2021-2022 and has a fluctuating trend from SYs 2017-2018 to 2021-
2022, while Southern Leyte Division has the lowest GER of 73.46% in SY 2021-2022 and has a fluctuating trend from 2017-2018 to 2021-
2022. Higher population growth than projected population, migration from other places, the intensified effort of all schools in their campaign to
bring school-age children to school, and strong support of the LGU and other stakeholders, are some of the primary reasons why Ormoc City
has achieved more than 100%. Meanwhile in Southern Leyte, 41 out of 297 schools have less than 5 Kindergarten learners. Also, the
projected population growth rate of the province is higher than the actual population growth rate in 2015-2020 which is 0.39% based on the
Regional Social and Economic Trend (RSET) 2021.
Source: EBEIS
8
Gross Enrolment Rate (GER) in Kindergarten

Ormoc City has the highest GER of 109.54% in SY 2021-2022 and a fluctuating trend from SYs 2017-2018 to 2021-2022, while Maasin City has
the lowest GER of 80.95% in SY 2021-2022 and a fluctuating trend from 2017-2018 to 2021-2022. Ormoc City, being a city division, the influx of
learners from neighboring towns is among the factors that contribute to its consistent 100+ percent GER, computed as total enrollment over the
school-age children in the city where learners from other places are added to the enrollment count. Likewise, population growth and migration are
also considered contributing factors. Meanwhile, Maasin City with an average population growth rate of 0.46% for the period of 2015–2020, is one
of the slowest-growing cities in Region VIII. The projected population rate is much higher than the actual population growth, particularly for the
population with ages 12 and below.
Source: EBEIS
SDOs
2017-18 2018-19 2019-20 2020-21 2021-22
Baybay City 100.22 97.13 95.53 92.84 93.25
Biliran 102.34 99.31 97.36 95.22 93.55
Borongan City 99.96 95.09 93.79 89.97 88.95
Calbayog City 96.64 93.57 92.89 89.97 89.37
Catbalogan City 101.80 98.74 99.09 95.17 94.55
Eastern Samar 103.07 96.76 93.12 89.48 88.25
Leyte 105.62 102.86 101.99 99.28 99.70
Maasin City 96.13 88.72 88.78 82.64 80.95
Northern Samar 101.62 97.23 95.58 91.82 90.26
Ormoc City 110.68 109.16 109.64 107.44 109.54
Samar 99.09 94.81 94.93 91.57 91.55
Southern Leyte 98.22 93.71 92.80 86.46 85.30
Tacloban City 104.94 104.89 105.76 100.69 101.21
Region 102.66 99.05 98.04 94.54 94.18
9
Gross Enrolment Rate (GER) in Elementary

The data above reveals that Borongan City Division has the highest GER of 113.37% in SY 2021-2022 with a fluctuating trend from SYs 2017-
2018 to 2021-2022, while Samar Division has the lowest GER of 93.99% in SY 2021-2022 with a fluctuating trend from SYs 2017-2018 to 2021-
2022. Borongan City has the highest GER due to the influx of learners coming from nearby municipalities. Learners from the outskirts of
Maydolong and San Julian enrolled in Sta. Fe NHS and Lalawigan NHS. Other learners even chose the biggest secondary school named after
the province, Eastern Samar National Comprehensive High School, as it offers STE and Special Program in the Arts. Private schools’
enrollment also adds up to this trend such as St. Mary’s College of Borongan and Seminario de Jesus Nazareno have enrollees coming from
nearby municipalities. On the other hand, Samar has the lowest GER due to lesser access of elementary graduates to nearby secondary
schools. There is less number of schools offering JHS; to be exact, only 102 JHSs cater to elementary graduates from 666 elementary schools.
Likewise, almost half of the 102 JHSs face geographical challenges (e.g., islands, mountainous, etc.).
Source: EBEIS
SDOs
2017-18 2018-19 2019-20 2020-21 2021-22
Baybay City 98.53 102.82 102.26 102.13 100.37
Biliran 89.91 94.92 94.76 97.58 98.22
Borongan City 106.54 111.20 114.06 113.00 113.37
Calbayog City 96.41 99.26 96.96 96.37 94.45
Catbalogan City 110.72 110.38 111.53 109.67 102.56
Eastern Samar 100.58 106.18 108.10 108.47 106.30
Leyte 92.78 97.12 98.07 100.71 103.43
Maasin City 105.60 112.41 111.23 109.99 107.40
Northern Samar 90.70 96.70 96.65 96.60 95.13
Ormoc City 97.42 101.54 103.01 106.14 108.30
Samar 91.16 93.85 92.92 91.69 93.99
Southern Leyte 99.53 104.87 106.87 107.35 104.24
Tacloban City 110.77 112.87 110.63 109.99 110.08
Region 95.53 99.89 100.26 101.10 101.37
10
Gross Enrolment Rate (GER) in Junior High School

Tacloban City Division has the highest GER of 123.00% for SY 2021-2022 and shows a fluctuating trend from SYs 2017-2018 to 2021-2022,
while Samar Division has the lowest GER of 85.09% in SY 2021-2022 but exhibits an increasing trend from SYs 2017-2018 to 2021-2022. The
high GER for SHS for SY 2021-2022 in Tacloban City was due to the influx of learners from nearby municipalities adjacent and proximate to the
City of Tacloban. Also, the community quarantine imposed by the government was simplified through a more favorable scheme; thus, promoting
mobility among the populace. Likewise, being the center of trade and education in the region (e.g., the number of JDVP partners from private
schools, etc.) contributed to such outcome. While the trend is continuously increasing in Samar Division, access of JHS completers to SHSs
due to distance and less number of schools offering SHS are seen as contributory factors to its GER.
Source: EBEIS
SDOs
2017-18 2018-19 2019-20 2020-21 2021-22
Baybay City 79.43 81.57 87.99 94.48 102.97
Biliran 60.97 66.47 73.98 77.25 89.12
Borongan City 86.26 87.47 90.69 93.44 111.56
Calbayog City 57.71 64.12 71.65 77.02 93.32
Catbalogan City 83.87 91.11 97.30 96.28 114.95
Eastern Samar 63.17 67.71 72.09 82.36 100.87
Leyte 57.29 63.62 70.20 76.40 87.86
Maasin City 89.38 96.11 102.95 104.34 114.09
Northern Samar 51.77 59.72 67.13 74.06 85.66
Ormoc City 80.22 91.88 96.40 102.40 112.82
Samar 50.57 55.99 64.07 70.22 85.09
Southern Leyte 67.72 72.27 74.48 84.12 105.11
Tacloban City 93.03 104.57 108.03 107.11 123.00
Region 62.16 68.69 74.83 80.90 94.73
11
Gross Enrolment Rate (GER) in Senior High School

Among the 13 SDOs, Ormoc City shows the highest NER of 86.06% in SY 2021-2022 and has a fluctuating trend from SYs 2017-2018 to 2021-
2022, while Southern Leyte has the lowest NER of 62.68% in SY 2021-2022 and has a fluctuating trend from SYs 2017-2018 to 2021-2022.
Collective and intensified enrollment campaign initiatives (e.g., house-to-house mapping, information dissemination, adopt a child program,
sponsorship, etc.) of the Schools Division of Ormoc City, Local Government Unit and officials, and other stakeholders, contribute to its high NER.
Southern Leyte’s low NER is associated with the projected population growth rate of the province which is higher than the actual population. As a
matter of fact, 41 out of 297 schools have less than 5 kindergarten learners. These must have been caused by the 0.39% population growth rate
for 2015-2020 (RSET 2021).
Source: EBEIS
SDOs
Participation Rate (NER)
2017-18 2018-19 2019-20 2020-21 2021-22
Baybay City 82.94 76.38 61.17 70.21 73.15
Biliran 83.46 77.12 65.11 71.09 73.44
Borongan City 79.45 74.41 59.37 69.92 71.03
Calbayog City 77.08 70.10 59.63 65.48 69.38
Catbalogan City 80.54 77.33 62.06 66.15 67.47
Eastern Samar 83.54 72.39 60.88 68.77 67.91
Leyte 89.24 77.83 65.25 76.52 77.40
Maasin City 79.93 71.50 52.71 64.00 65.09
Northern Samar 81.36 68.53 59.61 62.95 64.43
Ormoc City 98.70 88.15 76.17 84.23 86.06
Samar 79.83 72.60 56.62 66.36 71.07
Southern Leyte 84.13 69.08 51.18 62.00 62.68
Tacloban City 91.71 78.06 68.41 78.36 74.50
Region 85.11 74.48 61.75 70.28 71.60
12
Net Enrolment Rate (NER) in Kindergarten

Ormoc City Division has the highest NER of 103.13% in SY 2021-2022 with a fluctuating trend from SY 2017-2018 to 2021-2022, while Maasin
City Division has the lowest NER of 78.30% with a fluctuating trend from 2017-2018 to 2021-2022. Ormoc City has been consistent in bringing
all school-age children to schools with the support of various programs and projects implemented together with the LGU and other stakeholders.
The SDO has been campaigning the battle cry of the Department, “No child is left behind,” thus translating it into action and achieving high
turnout of school-age children enrollment. On the other hand, Maasin City is one of the slowest-growing cities in Region VIII, with an average
population growth rate of 0.46% for the period of 2015–2020. The projected population rate is much higher than the actual population growth,
particularly for ages 12 and below.
Source: EBEIS
SDOs
2017-18 2018-19 2019-20 2020-21 2021-22
Baybay City 90.58 90.69 91.36 89.14 89.19
Biliran 93.18 92.53 91.61 89.78 88.37
Borongan City 88.80 87.15 88.00 85.50 84.65
Calbayog City 85.53 85.24 84.84 82.92 82.11
Catbalogan City 93.98 92.97 94.75 91.46 90.53
Eastern Samar 92.71 89.98 88.52 85.65 84.71
Leyte 95.30 94.86 94.94 93.22 93.67
Maasin City 88.26 84.17 84.41 80.19 78.30
Northern Samar 89.82 88.44 87.95 85.06 83.61
Ormoc City 101.03 100.64 103.21 101.75 103.13
Samar 89.96 88.16 88.77 86.70 86.61
Southern Leyte 90.99 88.40 88.14 83.22 81.94
Tacloban City 95.19 96.72 98.07 93.81 94.64
Region 92.64 91.53 91.60 89.08 88.71
13
Net Enrolment Rate (NER) in Elementary

Borongan City Division has the highest NER in JHS of 92.96% with a fluctuating trend from 2017-2018 to 2021-2022, while Calbayog City
Division has the lowest NER of 74.97% with a fluctuating trend from SY 2017-2018 to 2021-2022. Borongan City NER generally has an
increasing trend, similar to GER, due to the influx of learners coming from nearby municipalities and provinces. However, it did not reach 100%
yet, which implies that there are still some learners who are not enrolled. The Transition Rate every year proves that elementary graduates in
the division enroll in secondary schools situated in different strategic locations. Meanwhile, Calbayog City has only an average annual
population growth rate of 0.35%, which is among the lowest in the region (PSA, 2015-2020). Additionally, the SY 2020-2021 School Level Data
on Age Profile shows that only 47% of JHS learners belong to the appropriate grade level, 3% are underaged learners, and 50% belong to the
overaged group.
Source: EBEIS
SDOs
2017-18 2018-19 2019-20 2020-21 2021-22
Baybay City 79.08 84.09 84.47 84.59 82.14
Biliran 70.76 76.69 76.42 79.40 81.99
Borongan City 82.23 87.66 90.56 90.46 92.96
Calbayog City 72.54 77.64 74.89 75.03 74.97
Catbalogan City 87.07 88.65 90.84 90.22 88.67
Eastern Samar 76.93 83.02 85.77 87.05 87.42
Leyte 72.78 77.70 78.76 81.71 85.52
Maasin City 83.44 90.43 91.12 91.22 91.58
Northern Samar 70.33 76.31 76.40 76.85 76.76
Ormoc City 78.03 83.73 86.01 89.03 91.38
Samar 69.44 73.13 73.03 73.66 77.87
Southern Leyte 78.13 83.46 86.06 88.41 88.79
Tacloban City 48.30 87.34 86.07 85.60 88.75
Region 62.11 79.27 80.05 81.61 83.65
14
Net Enrolment Rate (NER) in Junior High School

Tacloban City Division has the highest NER in SHS of 75.35% in SY 2021-2022 with a fluctuating trend from SY 2017-2018 to 2021-2022, while
Samar Division has the lowest NER-48.59% in SY 2021-2022 but with an increasing trend from 2017-2018 to 2021-2022. The high GER for
SHS in Tacloban City was due to the influx of learners from nearby municipalities, adjacent, and proximate to the City. Also, the community
quarantine imposed by the government was simplified through a more favorable scheme; thus, promoting mobility among the populace.
Likewise, being the center of trade and education in the region (e.g., the number of JDVP Partners from private schools, etc.) contributed to its
increase. While the trend is continuously increasing in Samar Division, access of Junior High School completers to Senior High Schools due to
distance and less number of schools offering SHSs are seen as contributory factors to its NER. To be exact, there are only 70 SHSs to
accommodate all completers from 102 JHSs.
Source: EBEIS
SDOs
2017-18 2018-19 2019-20 2020-21 2021-22
Baybay City 52.97 55.49 52.19 58.00 62.06
Biliran 40.51 45.22 43.48 48.27 54.58
Borongan City 56.71 56.04 52.93 57.61 67.50
Calbayog City 33.01 38.92 38.47 45.21 53.98
Catbalogan City 51.09 56.38 55.68 59.35 70.21
Eastern Samar 35.27 40.01 39.30 46.97 58.76
Leyte 35.00 40.10 39.56 45.33 52.27
Maasin City 61.61 68.66 61.63 66.13 72.77
Northern Samar 31.46 36.21 37.47 44.41 50.89
Ormoc City 55.39 64.81 60.05 65.30 74.24
Samar 25.48 30.71 32.79 39.71 48.59
Southern Leyte 42.83 47.36 40.71 50.65 62.36
Tacloban City 62.87 69.60 63.87 63.50 75.35
Region 38.02 43.20 42.08 48.21 56.58
15
Net Enrolment Rate (NER) in Senior High School

Borongan City Division has the highest CSR of 99.34% in SY 2020-2021 and with a fluctuating trend from SY 2017-2018 to 2020-2021, while
Tacloban City Division has the lowest CSR of 80.72% in 2020-2021 with a decreasing trend from SY 2017-2018 to 2020-2021. The highest Cohort
Survival Rate in Borongan City can be attributed to an effective dropout prevention advocacy campaign and intensified remedial instruction for
learners at risk of failing after tracking the root causes. Aside from the parents’ aggressive efforts to improve performance, it is clear that there is a
strong partnership and support from stakeholders. The city government of Borongan City invests heavily in education and a portion of the Special
Education Fund (SEF) is used to help our learners succeed in school by awarding scholarships to deserving but financially disadvantaged students.
The low Cohort Survival Rate for elementary in Tacloban City for SY 2020-2021 was largely impacted by the COVID-19. Learners residing outside
the city were affected by the imposition of the community quarantine protocols; hence, challenges to mobility and access to learning materials
resulted in low learners’ engagement to the learning process marked 14.02% compared to SY 2019-2020 statistics, thus contributing to the high
school leavers and low retention and promotion rates.
Source: EBEIS
SDOs
Cohort Survival Rate (CSR)
2017-18 2018-19 2019-20 2020-21
Baybay City 98.28 98.79 94.10 98.18
Biliran 94.11 98.54 95.17 96.32
Borongan City 96.80 95.86 96.32 99.34
Calbayog City 91.20 92.26 92.95 92.08
Catbalogan City 95.91 96.34 95.78 84.17
Eastern Samar 95.06 94.32 95.80 97.94
Leyte 94.44 95.03 97.14 99.03
Maasin City 98.89 98.26 95.05 98.29
Northern Samar 92.80 90.70 94.07 88.62
Ormoc City 96.53 95.34 97.64 94.85
Samar 88.67 90.93 90.19 96.98
Southern Leyte 95.37 99.01 98.74 98.85
Tacloban City 99.21 97.51 94.74 80.72
Region 94.27 94.68 95.52 95.69
16
Cohort Survival Rate (CSR) in Elementary

Biliran has the highest CSR of 95.37% in SY 2020-2021 and with a fluctuating trend from SY 2017-2018 to SY 2020-2021, while Samar Division
has the lowest CSR of 85.11% in SY 2020-2021 with an increasing trend from SY 2017-2018 to 2020-2021. The implementation of different
programs in Biliran, such as Oplan Balik Eskwela, Brigada Eskwela, intensive radio guestings, strengthened LGU partnerships, and other
activities, created a significant impact in the CSR of the JHS from 74.44% CSR in 2017-2018 to 95.37% in 2020-2021. However, in Samar
Division, even if the trend is gradually increasing over the years, the low CSR may be attributed to the migration of families from Samar to cities
and other provinces or regions, hindering the learners in completing JHS in the same school.
Source: EBEIS
SDOs
Cohort Survival Rate (CSR)
2017-18 2018-19 2019-20 2020-21
Baybay City 83.76 85.25 83.15 93.12
Biliran 74.44 85.24 80.46 95.37
Borongan City 83.00 85.76 87.40 90.42
Calbayog City 83.20 82.11 81.94 88.62
Catbalogan City 71.46 75.97 94.17 91.80
Eastern Samar 87.72 83.05 83.99 87.20
Leyte 83.34 84.55 83.62 92.40
Maasin City 88.68 92.59 88.55 94.08
Northern Samar 75.66 83.30 78.98 86.57
Ormoc City 80.79 86.24 82.98 95.03
Samar 76.93 77.01 78.01 85.11
Southern Leyte 81.84 87.26 86.43 91.78
Tacloban City 90.19 88.46 84.74 94.11
Region 81.25 83.69 82.73 90.31
17
Cohort Survival Rate (CSR) in Junior High School

Among the 13 SDOs Borongan City Division has the highest Completion Rate of 99.09% in SY 2020-2021 and with a fluctuating trend from SY 2017-
2018 to 2020-2021; while Tacloban City Division has the lowest Completion Rate of 80.30% in SY 2020-2021 with a decreasing trend from SY 2017-2018
to 2020-2021. The high completion rate of Borongan City in elementary is attributed to high retention and promotion rate but low school leaver rate due to
effective dropout prevention advocacy campaign and intensified remedial instruction for learners at risk of failing. An increase in Completion Rate in SY
2020-2021 was due to the successful implementation of the distance learning modality which gives the parents the chance to monitor and help their
children directly overcome the barriers through encouragement. It is likewise noted that Tacloban City has the lowest completion rate for Elementary for
SY 2020-2021 this was due to the COVID-19 pandemic. Tacloban City has the most number of private schools and learners enrolled in private schools
that are residing outside the city were affected adversely by the imposition of the community quarantine, hence, challenges to mobility and access to the
learning materials directly impacted learners’ engagement in the learning process, thus contributing to high school leavers and low retention and
promotion rates.
Source: EBEIS
SDOs
Completion Rate (CR)
2017-18 2018-19 2019-20 2020-21
Baybay City 94.10 97.74 93.41 97.57
Biliran 91.36 97.85 94.36 95.45
Borongan City 96.57 95.70 95.79 99.09
Calbayog City 87.46 91.12 92.21 91.31
Catbalogan City 95.64 96.09 95.78 83.59
Eastern Samar 93.48 93.58 95.28 97.38
Leyte 93.80 94.52 96.59 98.42
Maasin City 98.89 97.62 94.39 98.29
Northern Samar 92.19 90.10 93.83 87.65
Ormoc City 95.87 94.57 96.58 94.08
Samar 88.13 90.61 89.54 96.55
Southern Leyte 94.98 99.01 98.61 98.50
Tacloban City 98.92 96.72 94.33 80.30
Region 93.32 94.13 95.00 95.06
18
Completion Rate (CR) in Elementary

Ormoc City has the highest Completion Rate of 94.46% in SY 2020-2021 with a fluctuating trend for the last 4 years, while Samar Division has
the lowest Completion Rate of 84.43% in SY 2020-2021 with an increasing trend for the last 4 years from 2017-2018 to 2020-2021. Ormoc City
expanded access to education, particularly in JHS, by converting 10 elementary schools into Integrated Schools offering JHS across different
barangays where access to secondary education was identified to be one of the areas of concern. It also established another public secondary
school to further expand access to education and decongest our biggest secondary school in the city. However, in Samar Division, even if the
trend is gradually increasing over the years, the low CR may be attributed to the migration of families from Samar to cities and other provinces or
regions, hindering the learners in completing JHS in the same school.
Source: EBEIS
SDOs
Completion Rate (CR)
2017-18 2018-19 2019-20 2020-21
Baybay City 82.16 83.89 81.44 92.70
Biliran 72.49 84.22 79.65 93.30
Borongan City 80.62 83.73 87.15 88.46
Calbayog City 77.42 79.42 79.38 87.00
Catbalogan City 70.80 75.97 94.17 91.80
Eastern Samar 82.75 79.67 82.54 85.81
Leyte 81.81 83.70 83.20 92.01
Maasin City 87.89 91.69 87.16 92.56
Northern Samar 73.79 83.30 77.48 85.38
Ormoc City 80.26 85.80 81.17 94.46
Samar 75.60 75.74 77.32 84.43
Southern Leyte 79.92 86.07 84.89 90.02
Tacloban City 89.40 87.97 84.74 94.11
Region 79.29 82.62 81.77 89.44
19
Completion Rate (CR) in Junior High School

Samar Division has the highest School Leaver Rate of 1.70% in SY 2019-2020 with a decreasing trend compared to the previous year which is
2.52%. Meanwhile, Southern Leyte Division has the lowest School Leaver Rate of 0.21% in SY 2019-2020 with a decreasing rate to the previous
which is 1.16%. Based on the LIS data, the top three factors in Samar that contribute to the 1.7 SLR are family problems, parents’ attitude
towards schooling, and learners’ lack of interest towards studying, among others. The lowest SLR in So. Leyte is an indication of gaining
momentum and consistency in its advocacy and campaign for the reduction of dropouts, contextualized learning modalities offered, and the
sustained partnership of LGUs and other development key players of DepEd to support various education programs.
Source: EBEIS
SDOs
School Leaver Rate (SLR)
2017-18 2019-2020
Baybay City 0.99 0.91
Biliran 1.61 0.80
Borongan City 0.57 0.61
Calbayog City 2.15 1.30
Catbalogan City 0.73 0.71
Eastern Samar 1.20 0.55
Leyte 1.40 0.47
Maasin City 0.16 0.83
Northern Samar 1.95 0.95
Ormoc City 0.68 0.39
Samar 2.52 1.70
Southern Leyte 1.16 0.21
Tacloban City 0.18 1.08
Region 1.46 0.74
20
School Leaver Rate (SLR) in Elementary

For the School Leaver Rate in Junior High School, although Samar Division has a decreasing trend of 8.14 in SY 2019-2020 compared to the
previous year, it still registered with the highest School Leaver Rate (SLR), while Catbalogan City has the lowest School Leaver Rate of 1.46 in
SY 2019-2020. Just like in Elementary, the same three factors contributed to the high SLR in Samar like family problems, child labor, and lack of
interest in studying, among others. Meanwhile, Catbalogan City ranks the lowest in the School Leaver Rate in JHS in SY 2019-2020. This was
during the pandemic when students manifested a strong desire to continue their studies through modular distance learning boasted with strong
parental support.
Source: EBEIS
SDOs
School Leaver Rate (CR)
2017-18 2019-2020
Baybay City 6.04 6.42
Biliran 9.43 7.06
Borongan City 6.15 4.48
Calbayog City 6.20 6.71
Catbalogan City 10.66 1.46
Eastern Samar 4.54 5.78
Leyte 5.91 5.91
Maasin City 4.41 4.23
Northern Samar 8.90 7.62
Ormoc City 6.85 6.13
Samar 8.49 8.14
Southern Leyte 6.48 4.87
Tacloban City 3.86 3.82
Region 6.79 6.27
21
School Leaver Rate (SLR) in Junior High School

The data given in percentage shows the combined proficiency levels (English, Science, and Mathematics) of the 13 SDOs in both Grade 6 and
Grade 10 in 2018. Based on the graph, all Divisions show very low proficiency levels in the NAT. The Division of Samar had the highest
percentage points (9.19%) for Grade 6 while the Division of Eastern Samar (4.31%) for Grade 10. The overall data shows that majority of
learners under Grade 6 and Grade 10 have not met the expected proficiency levels which means that immediate and appropriate interventions
need to be undertaken. 22
Proficiency Level based on
National Achievement Test (NAT) Result

SITUATIONAL ANALYSIS
REDP 2023-2028

Distance and transport to
schools
Early teen
pregnancies
Declining enrollment rates
in the region
Transportation
cost
-Core Problem-
Low contraceptive
use
High levels of
unmet need for
contraception
Long-distance
travel
Declining birth rates
Family
planning
Lower total
fertility rates
Greater access to
family planning
Economic hardship
and financial distress
Unemployment Loss of jobs
Financial problems
Financial stress and
well-being of students
-CAUSES-
Reference: Research study conducted titled, “Determinants of Low Enrollment Rate in DepEd Eastern Visayas” (Pelino et.al., 2022)
Problem Tree Analysis on Enrolment Data
24

Declining enrollment
rates in the region
Increased teen
pregnancy
Increased
unemployment
Crimes involving
OSYs and OSC
Declining high
school completers
Low educational
attainment
Less educational
success and poorer
health
-Core Problem-
Reference: Research study conducted titled, “Determinants of Low Enrollment Rate in DepEd Eastern Visayas” (Pelino et.al., 2022)
-EFFECTS-
Problem Tree Analysis on Enrolment Data
25

INTERNAL AND EXTERNAL ANALYSIS
REDP 2023-2028

AREAS OF
CONCERNS
INTERNAL ASSESSMENT EXTERNAL ASSESSMENT
STRENGTHS WEAKNESSES OPPORTUNITIES THREATS
Administrative
Management
• Timely release of salaries
and benefits
• PRIME-HRM Maturity
Level II Accredited Status
Outdated fox program for
the printing of payroll
Service fee collected from
Private Lending Institutions
(PLIs)
Unreconciled GSIS
premium remittances
Curriculum and
Learning Management
• 100% of the SDOs utilize
the LR portal
• Innovative interventions
from schools, SDOs, and
RO in addressing
learning gaps
• Overlapping and conflict
of scheduled activities of
SDOs, RFDs, and CO
• Absence of plantilla
positions for technical
and administrative staff
for ALS
• Insufficient
contextualized LRs per
learning area
• Araling Panlipunan EPS
designated as OIC-Chief
of the ESSD
• Supportive local
industries as partners and
employment
• Strong partnerships with
TVIs, SUCs, and private
schools
• Presence of ordinances
supporting quality
education
• Strong linkage with
national and foreign
donors
• Engaged Local
Government Units and
partners in the
implementation of
different programs,
activities, and projects
• Low to no Internet
bandwidth in
communities where
some schools are
located
• Low absorption of SHS
learners in work
immersion activities
• Presence of
insurgencies in far-flung
areas and/or occurrence
of natural disasters
27

AREAS OF
CONCERNS
Education Support and
Services
• Capacitated focal persons
on negotiations
• Donations are accounted
well and reflected in the
DepEd Partnerships
Database System (DPDS)
• Well-experienced Regional
Partnership Focal Person
and cooperative and
supportive employees
• Sufficiency of School-Based
Feeding Program fund from
the Central Office
• Presence of Cycle menus
as a guide in the
implementation of the
School-Based Feeding
Program (SBFP)
• Minimal funds
downloaded under
the PSF
• Division SBFP Focal
Persons are multi-
tasked with various
programs that could
hamper the prompt
submission of
reports
• Lack of ESSD
personnel (1
Engineer, 1 Nurse, 1
Technical personnel,
1 EPS who will be in
support to the
Special Programs
and Projects Focal,
and and 1 ADAS)
• Presence of supportive
partner government
agencies, private
enterprises, and other
potential partners
• Wide acceptance of the
program by the
stakeholders
• Availability of partners and
suppliers for the SBFP
• Frequent occurrence
of typhoons
• Impaired
communication
system resulting to
low response of data
submission from the
SDOs after disasters
• Potential partners
could conceal their
real/true legal identity
• Bad weather
condition hinders the
delivery of goods
• Incomplete/abandone
d construction of
school buildings
28

AREAS OF
CONCERNS
Finance
Management
• Awarded by DBM RO as the
Top Performer in terms of
Budget Utilization Growth
• Utilization of Google Apps in
the provision of advance copies
of SAROs, Sub-AROs, and
NCAs to the focal persons in the
Division Offices
• Presence of systems facilitates
the preparation or consolidation
of accurate and timely
submission of financial reports
• Delayed project
implementation of
the end user due to
unforeseen
circumstances
• Delayed issuance of
implementing
guidelines for certain
PAPs
Close coordination with
oversight agencies such as
DBM, NEDA, and COA
Occurrence of unforeseen
events such as typhoon,
earthquake, flood, and
other catastrophes
Technical
Assistance
● In-place TA mechanism through
RFTACTs’ quarterly deployment
guided by the Contextualized
TA Mechanism Manual
● Year round SBM Pre-
Assessment Coaching to
recommended schools
● Best practices on TA provision
is communicated to the
stakeholders through the Coffee
Table Book
Budget deficiencies to
support SBM projects
Strong support of LGUs and
NGOs to SDOs and schools
in School-Based
Management (SBM)
Peace and order situation
in some areas and
occurrence of natural
calamities hamper the
conduct of TA provision
and SBM validation
29

AREAS OF
CONCERNS
Human Resource
Management
▪ Availability of L&D documents
which can be downloaded from
the Project Regional Depository
of Educational Resources
focused on Learning and
Development System
(ReDERFoLDS)
▪ Presence of the Learning and
Development (L&D) System
Manual
▪ Availability of the Region VIII
PRAISE System Manual
▪ Utilization of the developed
resource packages in the
delivery of interventions to
address the priority learning
needs of personnel
Limited number of
recognized PD programs
Close coordination with
HEIs and Learning
Service Providers (LSPs)
on possible PD programs
for teachers and school
leaders
COVID-19 alert level
status
Planning and Policy
Research
▪ Availability of Basic Education
Research Funds (BERF)
▪ Web-based/online submission
and evaluation of proposals
▪ One DepEd, One Policy
Difficulty in the compliance
of liquidation requirements
of BERF recipients
Collaboration with
external stakeholders
such as HEIs on the
conduct of research
studies and capacity-
building programs
Migration of learners
and their families
outside the region
30

AREAS OF
CONCERNS
Quality Assurance ▪ Presence of offline
Automated SBM
validation tool
▪ Institutionalized MEA
Technology
▪ Absence of policy on
payment of school
bonds for the
establishment of
private schools;
▪ Insufficient funds to
implement QAD
processes
Existence of functional
LGU policies and
ordinances relative to
education
▪ Unofficial and not valid
acquisition of school site
trigger heirs to claim
ownership
▪ Donated school sites are
occupied by community
inhabitants
▪ Geographical locations of
schools are declared high
risks and vulnerable to
hazard
▪ Unfavorable weather
conditions hampers the
conduct of ocular monitoring
and evaluation to priority
schools and SDOs
Quality
Management
System
● One DepEd, One
Quality Management
System (QMS)
● Sustainability of QMS
implementation in the
Regional Offices
Moratorium re ISO
preparation and
procurement of a third
party auditing body per
DepEd Memorandum No.
035, s. 2020
Presence of external
trainers/facilitators from
Development Academy of
the Philippines (DAP) in
the national QMS
trainings 31

COMMITTED TARGETS
REDP 2023-2028

Indicators
2020
Baseline
2023 2024 2025 2026 2027 2028
Net enrolment rate in
kindergarten (%)
70.28 71.04 71.29 71.55 71.80 72.06 72.31
elementary (%)
89.08 90.09 90.42 90.76 91.10 91.43 91.77
junior high school (%)
89.91 93.69 94.96 96.22 97.48 98.74 100.00
senior high school (%)
48.21 62.02 66.43 70.85 75.27 79.68 84.10
Completion rate in
elementary (%)
95.23 96.55 96.96 97.37 97.78 98.20 98.61
Completion rate in junior
high school (%)
89.44 93.44 94.72 96.04 97.36 98.68 100.00
Completion rate in senior
high school (%)
82.51 83.67 84.06 84.45 84.83 85.22 85.61
Targets per Key Performance Indicator
33

Indicators
2020
Baseline
2023 2024 2025 2026 2027 2028
Cohort survival rate in
elementary (%)
95.86 97.08 97.47 97.86 98.26 98.65 99.04
Cohort survival rate in
secondary (%)
84.65 85.35 85.59 85.82 86.05 86.29 86.52
School leaver rate in
elementary (%)
1.02 0.68 0.57 0.45 0.34 0.23 0.12
School leaver rate in
secondary (%)
3.61 2.97 2.75 2.54 2.33 2.11 1.90
Transition rate in
elementary (%)
97.20 97.58 97.71 97.83 97.96 98.09 98.21
Transition rate in junior
high school (%)
92.54 93.47 93.54 93.60 93.66 93.73 93.79
Transition rate in senior
high school (%)
96.73 97.96 98.37 98.77 99.18 99.59 100.00
34

Indicators
2020
Baseline
2023 2024 2025 2026 2027 2028
Repetition rate in
elementary (%)
2.50 2.35 2.29 2.24 2.19 2.14 2.09
Repetition rate in
secondary (%)
3.44 3.25 3.19 3.20 3.22 3.20 3.21
Retention rate in
elementary (%)
98.48 98.79 98.87 98.95 99.03 99.11 99.19
Retention rate in
secondary (%)
95.79 97.37 97.90 98.42 98.95 99.47 100.00
35

Indicators
2018
Baseline
2023 2024 2025 2026 2027 2028
Elementary
(Grade 6)
35.99 42.49 48.99 55.49 61.99 68.49 75.00
Junior High School
(Grade 10)
44.49 49.57 54.65 59.73 64.81 69.89 75.00
Senior High School
(Grade 12)
36.10 42.55 49.00 55.45 61.90 68.35 75.00
Source: NAT
Targets for Learners’ Proficiency Level
36

STRATEGIES
REDP 2023-2028

All learners attend school, stay in school,
and finish key stages equipped
with the learning standard.
[1] Improve access to universal kindergarten education.
[2] Improve learners’ access to quality, inclusive,
and rights-upholding learning environment.
[3] Improve capacity to retain learners in schools.
[4] Strengthen schools’ capacity to ensure
learners’ continuity to the next stage.
[5] Improve the proficiency levels of learners
in Elementary, JHS, and SHS.
OBJECTIVES
GOAL
38

INTERVENTIONS / INITIATIVES
REDP 2023-2028

Project GIYA (Guide for Instructions Yielding Archetypal) Teachers
A mechanism that enables the provision of a systematic and direct technical assistance
and instructional supervision from education leaders to teachers through class visitation
and dialogue or kumustahan.
Project LAMP (Learning Achievements via Mentoring Program)
This aims to improve the performance of teacher-mentees; increase the opportunity of
mentees to experience success through the development of support system; promote
personal and professional well-being of mentees; and provide professional growth
opportunities for both mentors and mentees.
Project Pedagogies in the 21st Century (Project P21)
These are Resource Packages that are interdisciplinary and learner-centered anchored on
the model of pedagogical innovation that combines project-based learning strategy and
21st Century Learning Design (21CLD) of Microsoft.
Interventions / Initiatives
40

Project modified Radio-Based Instruction (mRBI)
The project has trained and certified the select Bureau of Jail Management and
Penology Region 8 personnel to work with the ALS teachers as facilitators of learning
for Persons Deprived of Liberty, attuning the DepEd’s call for learning continuity in
schools and learning centers and even in correctional facilities.
Project HARAMPANG TA or Harmonizing Regional Activities through
Management of Programs/Projects Anchored on New Governance in the
Provision of Technical Assistance
This aims to strengthen the organizational structure of the Regional Field Technical
Assistance Composite Teams and harmonize the activities by managing effectively all
the programs and projects of the region in the provision of technical assistance.
Project ReDERFoLDS (Regional Depository of Education Resources Focused on
Learning and Development System)
An integral mechanism in the implementation of NEAP in the Region and an
information management system that is interrelated to other systems such as L&D and
PRAISE of the Department of Education and the PRIME-HRM of the Civil Service
Commission.
ReDERFoLDS
41

Project ELITE HRD (Enhancing Learning Interventions through
Technologically Elevated Human Resource Development)
Project ELITE HRD aims to automate processes of the Human Resource
Development Division (HRDD) of DepEd Regional Office VIII. This was inspired by the
vision of leading the institution towards PRIME-HRM Maturity Level 3 or becoming an
Integrated Human Resource Management (HRM).
Project WE CARE or Win Edusaliksik through Collaborative Assistance to
Research Enthusiasts
The purpose of this project is to provide onsite collaborative coaching assistance to
the BERF beneficiaries that will lead them to complete their research and inculcate
research culture of partnership among research mentors and enthusiasts.
Project CART (Coaching Assistance on Research for Teachers)
This project is designed to lead the teachers into aided professional growth by
completing their individual research in the classroom or school with the coaching
assistance of ably capacitated research champions, thereby utilizing research findings
for evidence-based decision-making of education leaders.
42

Project R8 BULIG (Building and Upgrading Learning Interventions and Gains)
A commitment to education to address learning losses and manage the impacts of
COVID-19 and other emergencies in education. A support intervention program to the
Regional Learning Recovery Plan, this has been specifically designed to help
struggling learners improve their current literacy or numeracy level.
The Regional Office mantra IE2S aims to integrate the 4 guiding principles in the workplace such as
INTEGRITY, EFFICIENCY, EFFECTIVENESS and SPIRITUALITY to promote an honest, transparent, and clean
governance. The Office ensures that its basic frontline services are promptly delivered with quality and that
employees uphold the highest standards of conduct the higher standards of conduct and performance to achieve
their functions and fulfill customers’ needs.
43

LEARNING RECOVERY ROADMAP
REDP 2023-2028

Focus Area 1:
Curriculum and
Instruction
Focus Area 2:
Learning
Environment
Focus Area 3:
Health and
Safety
Focus Area 4:
Learning and
Development
Focus Area 5:
Partnership and
Linkages
Focus Area 6:
Monitoring,
Evaluation, and
Quality
Assurance
Pitad Rehiyon Otso (Step Up Region 8)
SNIPPETS OF THE LEARNING RECOVERY ROADMAP
46

POLICY RECOMMENDATIONS
REDP 2023-2028

Operational or
Policy Issue
Recommendations
of the RO
Decision and Actions Needed
from CO
Absence of policy guidelines on
merging of School IDs in the LIS
or EBEIS of Integrated Schools
converted or established in 2000-
2016
General Policy shall be provided
on the merging of School IDs
of Integrated Schools converted
or established in 2000-2016
Issue a policy on the merging of
School IDs of Integrated
Schools converted or established
in 2000-2016
Assessment given by schools to
students are not yet comparable
to the PISA and other
international assessment
standards
Provision of capacity-building
activity that will deepen the
technical know-how of teachers
to design assessments
comparable to the PISA shall be
spearheaded by the Central
Office
A policy that would ensure that
the design and content of
assessments given by the
schools will make students ready
to take the PISA should be
considered
Policy Recommendations
48

INDICATIVE TIMELINES
REDP 2023-2028

REDP 2023-2028 Indicative Timelines
50

REFERENCES
REDP 2023-2028

Office Memorandum No. 288, s. 2021. Workshop on the Annual Review of the Regional
Basic Education Plan (RBEP).
Office Memorandum No. 487, s. 2022. Workshop on the Preparation of the 2023-2028
Regional Education Development Plan (REDP).
Office Memorandum No. 524, s. 2022. Addendum to Office Memorandum No. 487, Series
2022 Relative to the Workshop on the Preparation of the 2023-2028 REDP.
Office Memorandum No. 564, s. 2022. Online Remote Workshop Activities on the
Finalization of the 2023-2028 Regional Education Development Plan (REDP).
Office Memorandum No. 589, s. 2022. Submission of 2023-2028 Regional Education
Development Plan (REDP) Flagship Project Write Up.
Office Memorandum No. 596, s. 2022. Participation of the Regional Functional Division
Chiefs to the Virtual Conference on Firming-Up Baseline Data and Six-Year Target for
2023-2028 Regional and Division Education Development Plans.
Office Memorandum No. 601, s. 2022. Finalization of the Strategic Directions for 2023-
2028 Regional Education Development Plan (REDP).
Office Memorandum No. 608, s. 2022. Special Meeting Relative to the Finalization of
2023-2028 Regional Education Development Plan (REDP).
References
52

Office Memorandum No. 609, s. 2022. Finalization and Completion of the Executive
Summary, Analysis and Management of Risk, and MEA for the 2023-2028 REDP.
Office Memorandum No. 612, s. 2022. Workshop on the Analysis and Management of Risk
for the 2023-2028 REDP.
Office Memorandum No. 619, s. 2022. Vetting of 2023-2028 REDP.
Office Memorandum No. 620, s. 2022. Virtual Presentation of 2023-2028 Regional
Education Development Plan (REDP) Strategic Directions to Stakeholders.
Regional Memorandum No. 1133, s. 2022. Online Remote Writeshop on the Executive
Summary and Background of the 2023-2028 REDP.
Regional Memorandum No. 1134, s. 2022. Online Data Gathering on the Context, Current
Situation, Performance Gaps, and the Key Priority Challenges Confronting Basic Education
in the Region.
Regional Memorandum No. 1174, s. 2022. Layout Design, Editing, and Proofreading
Teams of the 20230-2028 REDP Manuscript.
Regional Memorandum No. 1190, s. 2022. Virtual Conference on Firming-Up Baseline
Data and Six-Year Target for 2023-2028 Regional and Division Education Development
Plans.
Regional Memorandum No. 1218, s. 2022. Virtual Conference Relative to the Finalization
of 2023-2028 REDP.
References
53

Department of Education
REGIONAL OFFICE VIII (EASTERN VISAYAS)
Government Center, Candahug, Palo, Leyte
REGIONAL EDUCATION DEVELOPMENT PLAN 2023-2028
POLICY, PLANNING, AND RESEARCH DIVISION
Email address: pprd.region8@deped.gov.ph
Telephone Number: (053) 300 0931
Thank you!

Final DepEd RO 8 (Eastern Visayas) 2023-2028 REDP Presentation.pptx

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Final DepEd RO 8 (Eastern Visayas) 2023-2028 REDP Presentation.pptx